effect, and the latter comprising chiefly knowledge of industrial processes and of natural phenomena which were habitually turned to account for the material purposes of life. This line of demarcation has in time become, at least in popular apprehension, the normal line between the higher learning and the lower.
It is significant, not only as an evidence of their close affiliation with the priestly craft, but also as indicating that their activity to a good extent falls under that category of conspicuous leisure known as manners and breeding, that the learned class in all primitive communities are great sticklers for form, precedent, gradations of rank, ritual, ceremonial vestments, and learned paraphernalia generally. This is of course to be expected, and it goes to say that the higher learning, in its incipient phase, is a leisure-class occupation—more specifically an occupation of the vicarious leisure class employed in the service of the supernatural leisure class. But this predilection for the paraphernalia of learning goes also to indicate a further point of contact or of continuity between the priestly office and the office of the savant. In point of derivation, learning, as well as the priestly office, is largely an outgrowth of sympathetic magic; and this magical apparatus of form and ritual therefore finds its place with the learned class of the primitive community as a matter of course. The ritual and paraphernalia have an occult efficacy for the magical purpose; so that their presence as an integral factor in the earlier phases of the development of magic and science is a matter of expediency, quite as much as of affectionate regard for symbolism simply.
This sense of the efficacy of symbolic ritual, and of sympathetic effect to be wrought through dexterous rehearsal of the traditional accessories of the act or end to be compassed, is of course present more obviously and in larger measure in magical practice than in the discipline of the sciences, even of the occult sciences. But there are, I apprehend, few persons with a cultivated sense of scholastic merit to whom the ritualistic accessories of science are altogether an idle matter. The very great tenacity with which these ritualistic paraphernalia persist through the later course of the development is evident to any one who will reflect on what has been the history of learning in our civilization. Even today there are such things in the usage of the learned community as the cap and gown, matriculation, initiation, and graduation ceremonies, and the conferring of scholastic degrees, dignities, and prerogatives in a way which suggests some sort of a scholarly apostolic succession. The usage of the priestly orders is no doubt the proximate source of all these features of learned ritual, vestments, sacramental initiation, the transmission of peculiar dignities and virtues by the imposition of hands, and the like; but their derivation is traceable back of this point, to the source from which the specialized priestly class proper came to be distinguished from the sorcerer on the one hand and from the menial servant of a temporal master on the other hand. So far as regards both their derivation and their psychological content, these usages and the conceptions on which they rest belong to a stage in cultural development no later than that of the angekok and the rain-maker. Their place in the later phases of devout observance, as well as in the higher educational system, is that of a survival from a very early animistic phase of the development of human nature.
These ritualistic features of the educational system of the present and of the recent past, it is quite safe to say, have their place primarily in the higher, liberal, and classic institutions and grades of learning, rather than in the lower, technological, or practical grades, and branches of the system. So far as they possess them, the lower and less reputable branches of the educational scheme have evidently borrowed these things from the higher grades; and their continued persistence among the practical schools, without the sanction of the continued example of the higher and classic grades, would be highly improbable, to say the least. With the lower and practical schools and scholars, the adoption and cultivation of these usages is a case of mimicry—due to a desire to conform as far as may be to the standards of scholastic reputability maintained by the upper grades and classes, who have come by these accessory features legitimately, by the right of lineal devolution.
The analysis may even be safely carried a step farther. Ritualistic survivals and reversions come out in fullest vigor and with the freest air of spontaneity among those seminaries of learning which have to do primarily with the education of the priestly and leisure classes. Accordingly it should appear, and it does pretty plainly appear, on a survey of recent developments in college and university life, that wherever schools founded for the instruction of the lower classes in the immediately useful branches of knowledge grow into institutions of the higher learning, the growth of ritualistic ceremonial and paraphernalia and of elaborate scholastic "functions" goes hand in hand with the transition of the schools in question from the field of homely practicality into the higher, classical sphere. The initial purpose of these schools, and the work with which they have chiefly had to do at the earlier of these two stages of their evolution, has been that of fitting the young of the industrious classes for work. On the higher, classical plane of learning to which they commonly tend, their dominant aim becomes the preparation of the youth of the priestly and the leisure classes—or of an incipient leisure class—for the consumption of goods, material and immaterial, according to a conventionally accepted, reputable scope and method. This happy issue has commonly been the fate of schools founded by "friends of the people" for the aid of struggling young men, and where this transition is made in good form there is commonly, if not invariably, a coincident change to a more ritualistic life in the schools.
In the school life of today, learned ritual is in a general way best at home in schools whose chief end is the cultivation of the "humanities". This correlation is shown, perhaps more neatly than anywhere else, in the life-history of the American colleges and universities of recent growth. There may be many exceptions from the rule, especially among those schools which have been founded by the typically reputable and ritualistic churches, and which, therefore, started on the conservative and classical plane or reached the classical position by a short-cut; but the general rule as regards the colleges founded in the newer American communities during the present century has been that so long as the constituency from which the colleges have drawn their pupils has been dominated by habits of industry and thrift, so long the reminiscences of the medicine-man have found but a scant and precarious acceptance in the scheme of college life. But so soon as wealth begins appreciably to accumulate in the community, and so soon as a given school begins to lean on a leisure-class constituency, there comes also a perceptibly increased insistence on scholastic ritual and on conformity to the ancient forms as regards vestments and social and scholastic solemnities. So, for instance, there has been an approximate coincidence between the growth of wealth among the constituency which supports any given college of the Middle West and the date of acceptance—first into tolerance and then into imperative vogue—of evening dress for men and of the décolleté for women, as the scholarly vestments proper to occasions of learned solemnity or to the seasons of social amenity within the college circle. Apart from the mechanical difficulty of so large a task, it would scarcely be a difficult matter to trace this correlation. The like is true of the vogue of the cap and gown.
Cap and gown have been adopted as learned insignia by many colleges of this section within the last few years; and it is safe to say that this could scarcely have occurred at a much earlier date, or until there had grown up a leisure-class sentiment of sufficient volume in the community to support a strong movement of reversion towards an archaic view as to the legitimate end of education. This particular item of learned ritual, it may be noted, would not only commend itself to the leisure-class sense of the fitness of things, as appealing to the archaic propensity for spectacular effect and the predilection for antique symbolism; but it at the same time fits into the leisure-class scheme of life as involving a notable element of conspicuous waste. The precise date at which the reversion to cap and gown took place, as well as the fact that it affected so large a number of schools at about the same time, seems to have been due in some measure to a wave of atavistic sense of conformity and reputability that passed over the community at that period.
It may not be entirely beside the point to note that in point of time this curious reversion seems to coincide with the culmination of a certain vogue of atavistic sentiment and tradition in other directions also. The wave of reversion seems to have received its initial impulse in the psychologically disintegrating effects of the Civil
